Coach’s Notes for Elementary Data Review

This document provides coaches supporting elementary schools with a structure and space to record notes in preparation for the upcoming Data Review. Coaches will use these notes to help support their School Leadership Team in the analysis of school-wide data during the actual Data Review training. This is not meant to replace the Analysis of School-wide Data Report that the team will use during data review.

Author: Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI)

Version:1.1

Date:July 2017

Component #1:

Tier 1 School-wide & For Each Grade Level:

  • Are at least 80% of students at or above benchmark on the composite score of DIBELS Next?
  • School-wideY or N
  • KindergartenY or N
  • 1st GradeY or N
  • 2nd GradeY or N
  • 3rdGradeY or N
  • 4th GradeY or N
  • 5th GradeY or N
  • 6th GradeY or N
  • From one benchmark to the next, did at least 95% of students who were at or above benchmark stay at or above benchmark?(Not available in the Fall)
  • School-wideY or N
  • KindergartenY or N
  • 1st GradeY or N
  • 2nd GradeY or N
  • 3rd GradeY or N
  • 4th GradeY or N
  • 5th GradeY or N
  • 6th GradeY or N

An initial indictor of effective Tier 1 reading supports includes 80% or more studentsAt or Above Benchmark and95% of those students stayingAt or Above Benchmark between screening periods.

Is there a problem with reading outcomes at Tier 1? Y or N

Tier 2 School-wide & For Each Grade Level:

  • Are no more than 15% of students Below Benchmark based on DIBELS Next composite score?
  • School-wideY or N
  • KindergartenY or N
  • 1st GradeY or N
  • 2nd GradeY or N
  • 3rd GradeY or N
  • 4th GradeY or N
  • 5th GradeY or N
  • 6th GradeY or N
  • From one benchmark to the next, did at least 80% of students who were Below Benchmark move to At or Above Benchmark? (Not available in the Fall)
  • School-wideY or N
  • KindergartenY or N
  • 1st GradeY or N
  • 2nd GradeY or N
  • 3rd GradeY or N
  • 4th GradeY or N
  • 5th GradeY or N
  • 6th GradeY or N

An initial indictor of effective engagement supports includes 15% or fewer students are Below Benchmark and80% of those students move toAt or Above Benchmark between screening periods.

Is there a problem with reading outcomes at Tier 2? Y or N

Tier 3 School-wide & For Each Grade Level:

  • Are no more than 5% of students Well Below Benchmark based on DIBELS Next composite score?
  • School-wideY or N
  • KindergartenY or N
  • 1st GradeY or N
  • 2nd GradeY or N
  • 3rd GradeY or N
  • 4th GradeY or N
  • 5th GradeY or N
  • 6th GradeY or N
  • From one benchmark to the next, did at least 80% of students who were Well Below Benchmark move toBelow Benchmark or to At or Above Benchmark? (Not available in the Fall)
  • School-wideY or N
  • KindergartenY or N
  • 1st GradeY or N
  • 2nd GradeY or N
  • 3rd GradeY or N
  • 4th GradeY or N
  • 5th GradeY or N
  • 6th GradeY or N

An initial indictor of effective engagement supports includes 5% or fewer students are Well Below Benchmark and80% of those students move toBelow Benchmark or to At or Above Benchmark between screening periods.

Is there a problem with reading outcomes at Tier 3? Y or N

Component #4

Phonemic Awareness

One indicator of effective phonemic awareness instructional supports includes having 90% or more students At or Above Benchmark on DIBELS Next First Sound Fluency (FSF) and Phoneme Segmentation Fluency (PSF).

Review the Reading Skills tab and respond to the following questions:

Are 90% or more students At or Above Benchmark for Phoneme Segmentation Fluency (PSF)?

  • School-wideY or N
  • KindergartenY or N
  • First GradeY or N

Notes:

Alphabetic Principle/Basic Phonics

An initial indicator of effective alphabetic principle/basic phonics instructional supports includes 80% or more students are At or Above Benchmark on Nonsense Word Fluency – Correct Letter Sounds (NWF-CLS) and Nonsense Word Fluency – Whole Words Read (NWF-WWR).

Review the Reading Skills tab and respond to the following questions:

Are 80% or more students At or Above Benchmark for Nonsense Word Fluency – Correct Letter Sounds (NWF-CLS)?

  • School-wideY or N
  • KindergartenY or N
  • 1st GradeY or N

Notes:

Are 80% or more students At or Above Benchmark for Nonsense Word Fluency – Whole Words Read (NWF-WWR)?

  • School-wideY or N
  • 1st GradeY or N
  • 2nd GradeY or N

Notes:

Advanced Phonics, Fluency, and Comprehension

An initial indicator of effective reading fluency instructional supports include 80% or more students are At or AboveBenchmark on DIBELS Oral Reading Fluency Words Correct, DIBELS Oral Reading Fluency Accuracy, Retell, and Daze

Review the Reading Skills tab and respond to the following questions:

Are 80% or more students At or Above Benchmark for DIBELS Oral Reading Fluency Words Correct?

  • School-wideY or N
  • 1st GradeY or N
  • 2nd GradeY or N
  • 3rd GradeY or N
  • 4th GradeY or N
  • 5th GradeY or N
  • 6th GradeY or N

Notes:

Are 80% or more students At or Above Benchmark for DIBELS Oral Reading Fluency Accuracy?

  • School-wideY or N
  • 1st GradeY or N
  • 2nd GradeY or N
  • 3rd GradeY or N
  • 4th GradeY or N
  • 5th GradeY or N
  • 6th GradeY or N

Notes:

Are 80% or more students At or Above Benchmark for Retell?

  • School-wideY or N
  • 1st GradeY or N
  • 2nd GradeY or N
  • 3rd GradeY or N
  • 4th GradeY or N
  • 5th GradeY or N
  • 6th GradeY or N

Notes:

Are 80% or more students At or Above Benchmark for Daze?

  • School-wideY or N
  • 2nd GradeY or N
  • 3rd GradeY or N
  • 4th GradeY or N
  • 5th GradeY or N
  • 6th GradeY or N

Notes

Behavior Outcomes

Review the Behavior Outcomes tab to respond to the following questions:

Major Referrals per Day/Month

Are major referrals per day per month at or below the national median based on your school’s enrollment?

  • SeptemberY or N
  • OctoberY or N
  • NovemberY or N
  • DecemberY or N
  • JanuaryY or N
  • FebruaryY or N
  • MarchY or N
  • April Y or N

Across the months, do you observe any of the following patterns in the data?

  • Upward trend in major discipline referralsY or N
  • Downward trend in major discipline referralsY or N
  • Variability in major discipline referrals with no clear trendY or N
Top 3 Problem Behaviors, Locations, Motivation

Based on the most frequent problem behaviors, locations, and motivations, along with the major discipline referrals, would you recommend that the team complete a drill down in SWIS to develop a precise problem statement? Y or N

Major Discipline Referrals by Race/Ethnicity – Risk Ratio

An indicator that MTSS is positively impacting behavioral outcomes for all students is when the calculated risk ratio is below 1.25. Any risk ratio at or above 1.25 indicates an area of need to address equitable discipline referral practices and actions.

For the most recent marking period in MIDATA, which groups of students had a risk ratio below 1.25?

Coach’s Notes for Elementary Data Review (July, 2017)

Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),

funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education.

1

  • American Indian/Alaskan Native
  • Black/African American
  • Hispanic/Latino
  • Native Hawaiian/Other Pacific Islander
  • White
  • Multi-Racial
  • Unknown

Y or N

Y or N

Y or N

Y or N

Y or N

Y or N

Y or N

Coach’s Notes for Elementary Data Review (July, 2017)

Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),

funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education.

1

Notes:

Reading Fidelity Elementary

A Total Score at or above 80% is an indicator that a School-wide Reading Model is being implemented with fidelity.

Review the Reading Fidelity Elementary tab to respond to the following questions:

  • Is the most recent R-TFI (Elementary Level Edition) total score at or above 80%?

Y or N

  • Is the most recent Tier 1 score at or above 80%

Y or N

  • Is the most recent Tier 2 score at or above 80%

Y or N

  • Is the most recent Tier 3 score at or above 80%

Y or N

Review the actual items and notes recorded for each tier to help identify specific areas to focus your planning efforts.

Notes:

Behavior Fidelity

A Total Score and scale scores at or above 70% is an indicator that school-wide Positive Behavioral Interventions and Supports (SWPBIS) is being implemented with fidelity.

Review the Behavior Fidelity tab to respond to the following questions:

  • Is the most recent SWPBIS-TFI) total score at or above 70%?Y or N
  • Is the most recent Tier 1 score at or above 70%Y or N
  • Is the most recent Tier 2 score at or above 70%Y or N
  • Is the most recent Tier 3 score at or above 70%Y or N

Review the actual items for each tier to help identify specific areas to focus your planning efforts.

Notes:

Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI) funded under the Individuals with Disabilities Education Act (IDEA) through
the Michigan Department of Education.

Coach’s Notes for Elementary Data Review (July, 2017)

Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),

funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education.

1